CJ Before leaving "

• Instruct Ss to form a line near the

0 Listen, point and sing. ~>) door.
• Give an order to the first Sin line,
e.g. Sit down! The first S follows
the order.
• Then the first S gives an orde r
to the second S. The second S
follows the order.
• Now the first Smay leave. Repeat
the procedure in this manner
until all Ss have had a turn
before they leave the classroom .
The last S in line should give you
an order befo re leaving.

Listening transcript
1. Woman: Stand up.
2. Man: Sit down.

ti
3. Woman: Clap your hands.

1. C 2.A 3.B

What is left:
1. Clap your hands.
2. Sit down.
3. Stand up .

• ~ Optional "
Play 'I say'
• Tell Ss you are going to play a game. Explain that you will call out orde rs
0 Note
which have been presented in this lesson, e.g. Stand up! However, you will For the next lesson, bring:
add the phrase, I say ... before the order.
• a blindfold
• Ss must listen carefully, because sometimes the orders will not be preceded
by the phrase, I say ... In this case, Ss shouldn't follow the order. If they do, • a small box
they miss a turn.
• Continue in this manner for as long as time permits.

31
 ·~// LlJ
0 Look and listen. -4>)
@ Language focus
Objectives
• to identify classroom objects
• to present objects
Vocabulary
Classroom objects: pen, pencil, book, bag
Structures
This is a (pen).

~' Materials
• flashcards for pen, pencil, book, bag
• a blindfold
• a small box

. . Cl
Rev1s1on :& 1•:.•1
• Choose a S to come to the front of the
class. Ask him/ her to give orders to his/ her
classmates, using the imperatives presented
in the previous lesson, e.g. Clap your hands.
• Have different Ss come to the front each
time.
• To make the activity more competitive, you
can divide Ss into two teams and have them
take turns giving orders so as to win points.

Lesson plan
Warm up
classroom objects to her and, in the What does Lisa show Katie in each
• Hold up each flashcard (pen, pencil, book, frame? (A pen, a pencil and a book.)
end, Katie gets in a bag and says the
bag), say the word and ask Ss to repeat. Why are Lisa and her mum laughing?
word for it. Lisa and her mum laugh.)
• Alternatively, hold up your pen and say, This is (They're laughing because Katie got
• Direct Ss' attention to the frames of
a pen. Write the sentence on the board, read it the story and ask them to find and inside a bag.)
aloud and have Ss repeat after you. Do this for • Ask two Ss to come to the front and
point out the classroom objects from
the rest of the classroom objects presented in
the vocabulary section that they see act out the story.
this lesson and encourage Ss to do the same,
in the frames. (Frame 1: pen, Frame 2:
holding up their own items. pencil, Frame 3: book, Frame 4: bag)
Activity 3 · Track 22
1 Vocabulary Track 20 • Ask Ss to point to the appropriate • Direct Ss' attention to the pictures
• Have Ss open their books to p. 16. frames as you play the CD. and ask them to identify the
Listening transcript classroom objects that they see.
• Point out the classroom objects in the
vocabulary section . Play the CD a few times 1. Lisa: Look, Katie . This is a pen. • Explain to Ss that they are going to
and have Ss point to the corresponding Katie: Ahh pen. listen to the CD. Ss will have to circle
pictures and repeat. 2. Lisa: This is a pencil. the correct item (A or B) according
Katie: Ohh! to what they hear being mentioned
• Say the words again in random order and have
3. Lisa: This is a book. each time.
Ss point and repeat.
Katie: Ohh! • Play the CD once and have Ss circle
• Ask Ss to locate these items in the classroom.
4. Katie: Bag! the correct pictures. Play the CD as
Listening transcript Lisa: Oh, Katie! many times as needed for the Ss to
pen, pencil, book, bag • Play the CD again, pause after each do the activity.
Activity 2 I Track 21 sentence and encourage Ss to repeat • Go round the classroom making sure
Ss have circled the correct pictures.
"
• Have Ss look at the presentation and point to
in chorus.
the classroom objects that they know as you • Ask Ss some questions (in L1) about Listening transcript
say them (pen, pencil, book, bag). the story: Where are the girls? (They're 1. Man: This is a pen.
at Lisa's home.) Who is the woman in 2. Man: This is a book.
• Ask Ss (in L1) to tell you what they think is
the background? (She is their mother.) 3. Man: This is a bag.
happening. (Lisa is at her house, playing with
What's the little girl's name? (Katie.) 4. Man: This is a pencil.
Katie, her little sister. She presents various

32
 Listen and circle. ~~

corresponding flashcard on the board and

say, This is a (pencil). If he/ she is right, the
team gets one point.
• The last player then goes to the front of
the line and faces you. Start again.
• Repeat until all Ss have come to th e front of
the line.
• The team to score the highest wins.

/
IJ
cJ Before Leaving
• Tell Ss that they are going to play a game.
• Stick all of the flashcards of the cla ssroom
objects presented in this lesson on the
board (pen, pencil, bag, book).
• Ask Ss to look at the flashcards and
Play. memorise t hem. Tell them to close their
eyes. While they have their eyes closed,
change the order of the flashcards.
• Ss have to remember and say the original
order.

1. D (This is a bag.)
2. A (This is a pen.)
3. B (This is a book.)
4. C (This is a pencil)

17
Listening transcript
1. Woman: This is a pen. 1. A 2. B
2. Woman: This is a book. 3.A 4.A

~
over his/ her eyes, and ask SB to
3. Woman: This is a pencil.
put a classroom item in the box
1.A 2.A 3.A 4.B 4. Woman: This is a bag.
you have brought with you to
class. SB holds the box for SA to
put his/ her hand in and guess
Activity 4 " the item. As soon as SA guesses
1. This is a pencil 2. This is a bag.
correctly, he/ she has to say, This 3. This is a book. 4. This is a pen.
TPR Activity is a (pencil). Ss then swap roles
and repeat the procedure, each
• Direct Ss' attention to the picture time using different items from the F$f®®'
and ask them to guess what is ones presented in the vocabulary • Instruct Ss to locate the classroom objects,
happening. (The children are section (pen, pencil, book, bag). colour them (a pencil, a pen, a book and
playing a guessing game.) • Have all pairs of Ss play the game a bag) and make sentences, as in the
• Divide Ss into pairs and call up one interchangeably, for as long as example.
to the board. time permits.

0 Note
• Instruct SA to put a blindfold

board, except for the first player

;.; Optional '-'•'II• in each team, who should be
facing you and the board.
For the next lesson, bring:
• the following items in the colours blue,
This is a... • When everybody is ready, point to red, green and yellow: coloured pencils/
a flashcard of a classroom object. crayons, coloured paper streamers,
• Stick the flashcards for the
The players facing you look at the classroom objects or pieces of paper
classroom objects on the board.
flashcard and whisper the name (the number of Ss) and eight card(board)
• Divide Ss into two teams. The squares (two per colour).
of the object on the flashcard
teams stand in two lines with
down the line. The last player • a long piece of string, a few pairs of safety
their backs turned to you and the
in each team must touch the scissors and some Blu tack or sticky tape.

33
 · ~>). ...-.... • •
- .~-
e

~o
•

I I I 6

@ Language focus Listen, point and repeat.~>)

Objectives rainbow
• to learn and identify the colours
Vocabulary
Colours: red, blue, green, yellow

¥- 1
Materials
• flashcards for red, blue, green and yellow
• one set of photocopies of flashcards from
the previous lesson (pen, pencil, book,
bag) for each s
• coloured pencils/ crayons (the above
colours)
• coloured paper streamers (the above
colours)
• a long piece of string
• a few pairs of safety scissors
• red, blue, green, yellow classroom objects
or pieces of paper (for each student)
• eight card(board) squares, two per colour
(red, blue, green, yellow)
• Blu tack or sticky tape

Revision
• Hand out one set of photocopies of the
18
flashcards from the previous lesson (pen,
pencil, book, bag) to each S. Alternatively,
you could use real items.
• Explain to Ss that, when you call out a word, what they see. (A rainbow and
they should pick up the corresponding 1 Vocabulary . Track 24 a girl showing her own rainbow
flashcard or item and hold it up in the air. made of plasticine.)
• Have Ss open their books to p. 18.
• The S who picks up the wrong item misses a • Ask Ss to identify the colours of
• Point out the colours in the
turn. the rainbow and, if possible, name
vocabulary section. Play the CD a
• You can divide Ss into two teams to play the them aloud.
few times and have Ss point to the
game. The teams take turns calling out the • Ask Ss to point to the appropriate
colours and repeat.
items. colours on the rainbow as you
• Say the words for the colours
• The team to score the highest wins. play the CD.
again in random order and have
Ss point and repeat. Listening transcript
Listening transcript My rainbow
Lesson plan red, blue, green, yellow Gir~ This is a rainbow. It's beautiful.
This is my rainbow. It's red,
Warm up Activity 2 I
q
· Track 25 yellow, green and blue!
• Play the CD and pause after each
• Hold up each flashcard, say the word and sentence for Ss to repeat.
ask Ss to repeat. Background note • Ask Ss (in L1), What colour is the
• Point to different objects in the classroom Rainbows appear in the sky
rainbow? and encourage them to
(e.g. point to something blue) and ask (in when water reflects sunlight
answer accordingly (red, yellow,
L1), What colour is it? Say blue and have Ss through millions of droplets.
green and blue).
repeat after you a couple of times. Repeat The colours of the rainbow in
• Play the CD again, pause after
for the rest of the colours. order are: red, orange, yellow,
each sentence and encourage Ss
• Use coloured pencils to introduce the green, blue, indigo and violet.
to repeat in chorus.
colours red, blue, green and yellow. Hold
• Have a brief discussion (in L1)
up each pencil, say the corresponding • Direct Ss' attention to the picture about rainbows and ask Ss
colour a few times and get Ss to repeat and ask them (in L1) to tell you whether they have ever seen one.
after you.

34
 •• ,..,..,.,.,...,._.._ I "'"'' wwv111.w . . .

0 Listen and tick (V'). '4>)

rainbow, saying, I'm (yellow) .
• Have Ss introduce themselves as colours to
one another and, as soon as they are done,
ask them to regroup and form a big rainbow.

CD

Musical colours
• Stick eight coloured card squares (two per
colour) on the floor to form a circle, using
Blu tack or sticky tape.
• Have eight Ss stand on the colours. Hand out
pieces of paper or objects of these colours to
the rest of the Ss and have them sit.
• Play some music and have the standing Ss
walk around, stepping on the colours.
• Stop the music and ask each S to name the
colour he/ she is standing on.
0 Play. • Have seated Ss hold up pieces of paper/
objects of the corresponding colour and
call out the name of the colour.
• If you have enough room, you could have
two teams walking on two circles.
• Each S who answers correctly earns a point
for his/ her team .

(j Before leaving
• Have each S (one at a time) point to
something red, blue, green and yellow, and
say the colour before leaving.

19

Rainbow, pretending to be the 1 =red 2 = yellow

Activity 3 " Track 26 colours of the rainbow.) 3 =green 4 =blue
• Direct Ss' attention to the colours in • Explain to Ss that they are going
to make porn porns from coloured
r;t;'®Tf~IM3fll
the activity and ask them to name
them. paper streamers and pretend they
• Play the CD and ask Ss to listen to are the colours of the rainbow. Listening transcript
each colour carefully. Make sure • Divide Ss into groups of four (red,
1. Man: Yellow. 2. Man: Blue.
you pause the CD after each colour blue, green, yellow) and hand each
of them the colour streamers of 3. Man: Red. 4. Man: Green.
to give enough time to Ss to tick
the correct picture. their group.
• Help Ss cut the paper streamers into
1. yellow 2. blue
• Play the CD again and ask Ss to
long large strips and ask them to 3. red 4. green
check their answers.
• Go round the classroom, making sure twist them in the middle and make
Ss have ticked the correct pictures. the ends look full by stretching them
to the sides. Cut small pieces of string
Listening transcript
(twice the number of Ss) and tie an
1. blue 2. yellow 3. red 4. green

l.i abundant number of paper streamers 1. triangle - red

together so as to make a bundle out 2. circle - blue
of them. Ideally, you should be able 3. square - yellow
1. B 2. B 3. A 4. A
to make two porn porns for each S.
• As soon as every S has made his/

Activity 4 " I}'

• Draw Ss' attention to the photo
her own pair of porn porns, ask
them to walk round the classroom
and mingle, until all colours look
0 Note
and ask them to guess what is scattered. Each S holds up his/ her For the next lesson:
happening. (The children are pair of porn porns and pretends • bring plain A4 sheets of paper.
playing a game, The Human he/she is a specific colour of the • ask Ss to bring coloured pencils/ crayons.

35
 Play a game.

@ Language focus
Objectives
• to revise classroom objects
• to revise the colours
Structures
It's (red).

~ 1 Materials
• flashcards from the previous
lesson for blue, red, green and
yellow
• plain A4 sheets of paper
• coloured pencils/ crayons

Revision
• Revise red, blue, green and
yellow, using the flashcards from
the previous lesson.
• Point to different classroom
objects and ask Ss, What colour
is it? Explain the question in L1 to
the Ss. Encourage Ss to answer in
chorus first, then individually.
• Point to an object and ask a S, 20
What colour is it? After he/she
has answered, invite him/her to
ask another S the same question,
while pointing to a different Lesson plan
object.
• Continue in the same manner
until all Ss have had a chance to
ask and answer.
Warmup ...
CJ•
• Point to different classroom objects that Ss are familiar with and describe
them saying, e.g. This is a pencil. It's red. Repeat for more classroom objects
of different colours.
• Explain to Ss that when we want to describe an object in terms of its colour,
we say the colour first and then the word for the object.
• Encourage Ss to hold up classroom objects and describe them in a similar
manner.
• Make sure all Ss have had the chance to make a sentence.

36
Activity 1 "
• Have Ss open their books to p. 20.
• Direct Ss' attention to the pictures and ask them to name the classroom
objects, the shapes and the colours they are familiar with .
• Explain to Ss that they are going to play a game, throwing a rubber/ paper
clip on the page and describing the item the rubber/ pape r clip has landed
on, e.g. This is a triangle. It's red. 1. Matt - This is a book. It's
• Divide Ss into groups/ pairs and instruct them to play the game and note blue.
down their points, every t ime they describe an item correctly. 2. Lisa - This is a pen. It's
• The group(s)/ pair(s) to score the highest win(s). green.
3. Ron - This is a pencil
It's yellow.
4. Tina - This is a bag. It's
.~ Optional f red.
Look and remember
r+t;mmt~li·13fl:I
• Ask Ss to look at the pictures in the game (activity 1) again and try to
memorise the objects, the shapes and their colours. Listening transcript
• Ask Ss to close their books. Call out an object/ shape from the ones in the 1. Man: This is a bag. It's green.
game and encourage Ss to try and remember its colour. You say bag and Ss 2. Man: This is a pen. It's red.
have to say yellow.
3. Man: This is a book. It's yellow.
• Make sure all Ss have had the chance to call out the colour of an item/ shape
correctly. 4. Man: This is a pencil. It's blue.

~ 1.8 2.A 3. 8 4.A

(j Before Leaving f I!'

• Hand out a plain A4 sheet of paper to each Sand ask him/ her to take out
his/her coloured pencils/ crayons. Explain to Ss that you are going to describe
an object and they will have to draw and colour it on their sheets of paper.
• Go round the classroom, making sure Ss have drawn and coloured the
0 Note
correct objects as described by you. For the next lesson, bring:
• pink- and orange-coloured
pencils/ crayons
• old magazines/ coloured paper of
the colours Ss have learnt
• a pair of safety scissors
• all-purpose adhesive
• a large piece of white
card(board)

37
 Lesson plan
Warm up
@ Language focus
• Point to different objects in the classroom (e.g. point to something orange)
Objectives and ask (in L1), What colour is it ? Say orange and have Ss repeat after you a
couple of times. Repeat for the colour pink.
• to provide Ss with cross-
curricular information on Art • Alternatively, use coloured pencils to introduce the colou rs pink and orange.
Hold up each pencil, say the corresponding colour a few times and get Ss to
• to Learn and identify the colours
repeat after you .
Vocabulary 1 Vocabulary Track 29
Colours: pink, orange
• Have Ss open their books top. 21.
• Point out the colours in the vocabulary section. Play the CD a few times and
have Ss point to the corresponding pictures and repeat.

¥ 1
Materials
• Say the words for the colours again in random order and have Ss point and
repeat.
Listening transcript
• flashcards for pink and orange pink, orange
• pink- and orange-coloured
pencils/ crayons
Activity 2 a'l'a I!'
• Divide Ss into groups.
• old magazines/ coloured paper of
the colours Ss have learnt • Direct Ss' attention to the picture and ask them to tell you what it depicts.
(It's a rainbow collage the children have made using different pieces of
• a large piece of white card(board) coloured paper.)
• a pair of safety scissors • Use the pair of scissors to cut the magazine pages or the coloured paper into
• all-purpose adhesive small pieces and jumble them up in a box.
• Place the large piece of white cardboard on a desk or stick it on the board.
• Explain to Ss that they will have to take pieces from the box and use all-
purpose adhesive to stick them on the cardboard to make a rainbow, as in
Revision " the activity. Ss will have to be careful not to mix up the colours, so that, by
• Ask Ss to hold up/point to the end of the activity, each arc of the rainbow has been formed.
different classroom objects and • When the rainbow is done, have a few Ss present its colours one by one.
say their colour, e.g. A green pen.
• You can put up the collage on the wall, if you wish to display Ss' projects in
• Repeat until all Ss have described the classroom.
an object in the classroom.

38
 Art €)

~>)

-.-.:
, <J Before Leaving f
• Hold up a flash card for a colour,
0 Make a rainbow collage.
e.g. orange and say blue. Ss have
to identify the mistake, fold their
arms and stay silent. They will
then have to say the correct word
for the colour. Whenever you say
the correct word for the flashcard
you are holding, Ss will cheer for
the colour.
• Repeat for as long as time
permits.

1 =red
2 =green
3 =yellow
4 =orange
5 =blue
6 =pink

• Ss colour the paint buckets

according to the transcript.

Listening transcript
1. Man: Blue.
2. Man: Orange.
3. Man: Pink.
4. Man: Yellow.

Play Bingo! 1. a blue bucket

2. an orange bucket
• Ask Ss to draw a 3x3 grid in their notebooks and colour each box a different
colour they are familiar with (blue, red, green, yellow, pink, orange). 3. a pink bucket
• Write the names for the above colours on different pieces of paper, fold each 4. a yellow bucket
one and put them in a bag. Note that there will be nine (9) pieces of paper,
which means you will have to mention some colours more than once.
• When all Ss are ready, pick a piece of paper and read the colour written on it
aloud.
• Ss, who have coloured one of their boxes that colour, should cross it out.
• The first S to get all his/ her colours called out and shout Bingo! wins.
0 Note
For the next lesson, bring:
• colour photocopies of flashcards
of the colours presented in this
Module (blue, red, green, yellow,
pink and orange)
• sticky tape

39
 0 Listen, point and repeat. ~>)

@ Language focus
O bjectives
• to revise and consolidate
vocabulary and structures
presented in previous lessons
through a story

~~ Materials
• flashcards from the previous lesson
for pink and orange
• colour photocopies of flashcards
of the colours presented in this
Module (blue, red, green, yellow,
pink and orange)
• sticky tape

Revision ...
CJ•
• Revise the colours pink and orange,
using the flashcards from the
previous lesson.
• Point to different classroom objects
and ask Ss, What colour is it?
Encourage Ss to answer in chorus
first, then individually.
• Point to an object and ask a 5,
What colour is it? After he/ she has
answered, invite him/ her to ask
another 5 the same question, while
pointing to a different object.
• Continue in the same way until all
Ss have had a chance to ask and 22
answer.

• At this stage, L1 can also be used. Listening transcript

• Point to the first frame and ask Ss to 1. Teacher: Please, sit down. Now listen .
tell you what they think is happening.
This is a triangle. This is a circle ... and
Warm up this is a square.
(An imaginary teacher in the shape
• Hold up different classroom objects Ss of a rubber is teaching an imaginary 2. Teacher: OK, children. Lunchtime.
are familiar with (pen, pencil, book, bag) Stand up.
class with classroom objects instead
and ask them to name them. of students.) 3. Orange: Hello. I'm Orange.
• Say Stand up!, then Sit down! and then • Cover the second page (p. 23), ask Pink: Hello. I'm Pink.
Clap your hands!, and encourage Ss to Ss to look at the first three frames of Percy: I'm Percy.
follow the instructions accordingly. the story on p. 22 and guess what will Penny: I'm Penny.
• Draw a circle, a triangle and a square happen next. 4. Percy: Let's play.
on the board and say the words aloud • Reveal the second page and ask Ss to Penny: Yes!
in random order. Encourage Ss to point look at the pictures and guess what 5. Percy: Ahh!
to the correct shape each time you call the story is going to be about. Penny: Ohh!
out one. • Point to each frame and invite Ss Pink: Oh, no!
to guess what is happening. Elicit Orange: I'm sorry!
Activity 1 I Track 31 answers in L1. Pink: I'm sorry!
"
6. Penny: Look! I'm pink! Thanks!
Before listening While listening Percy: And I'm orange! Wow!
• Hold up the book and point to the story. • Play the CD and point to each frame Pink & Orange: Wow!
• Tell Ss that they will listen to and read a in your book. Encourage Ss to point to
• (The setting is an imaginary classroom
story with the title Colours. each frame in their books.
with classroom objects instead of the

40
 Frame 1: (pointing to the teacher)
What does the teacher look like?
(She looks like a rubber.) What kind
of shapes are on the board? (There's
a triangle, a square and a circle.)
Frame 2: (pointing to the teacher)
What does the teacher ask the
students to do? (Stand up.)
Frame 3: (pointing to the children)
What do the children look like?
(They look like paint tubes and
classroom objects: a pen and a
pencil.) What are their names?
(Orange, Pink, Percy and Penny.)
What colour are Orange and Pink?
(They're the same colour as their
names indicate: orange and pink.)
What colour are Percy and Penny?
(They're white.)
Frame 4: (pointing to the children)
What are they doing? (They're
playing.)
Frame S: (pointing to Orange and
Pink) What happened to Orange
and Pink? (They fell to the ground.)
What happened to Percy and
Penny? (They got colours splashed
on them by accident.)
Frame 6: (pointing to Percy and
Penny) What colour are Percy and
Penny now? (They're orange and
pink, respectively.)
• Divide Ss into groups of five (one for
each character) and have them act
out the story. Tell Ss to swap roles.

POST-STORY ACTIVITY f3r

Learning (critical thinking skills)
LEARNING: Having fun and learning at school. Having fun and learning at
23 school
AskSsinll:
• What things do you learn at
teacher and the students. The rubber objects they are familiar with and school?
teacher is teaching the children the point to them in the story. (bag, pen, • Do you play games at school?
shapes and then asks them to stand pencil) What are they?
up, as it is lunchtime. The students • Talk about what is happening in each • Is school fun?
introduce themselves to each other frame. • Are friends important at school?
for the first time and start playing Frame 1: The teacher is teaching Ss
together. There are two paint tubes, the shapes.
Orange and Pink, as well as a pencil Frame 2: The teacher announces it's
and a pen called Percy and Penny lunchtime and asks Ss to stand up.
respectively. All of them are playing
together, but, when Orange and Pink
Frame 3: The Ss introduce themselves ' Optional
to each other for the first time.
accidentally fall to the ground, their Frame 4: Orange, Pink, Percy and Colourful hops
paint splashes Percy and Penny and Penny start playing together. • Use sticky tape to stick the
gives them a colour each. Both are Frame S: Orange and Pink
very happy.) photocopies of the flashcards (blue,
accidentally fall to the ground and red, green, yellow, pink and orange)
• Play the CD again and ask Ss to splash Percy with orange and Penny on the floor in a circular/hexagonal
point to each picture and follow with pink by mistake. pattern. Make sure there is enough
along. Pause after each sentence and Frame 6: Percy is now orange and space between the photocopies
encourage Ss to repeat in chorus. Penny is pink. They are happy. so that Ss can hop from one to the
• Ask Ss to find and identify the most other.
prominent colours in the story (blue, After listening
• Explain to Ss that they are going to
red, orange, pink). • Ask Ss some comprehension questions, play a game. Invite a S to go first,
• Ask Ss to identify the classroom using L1. Encourage Ss to answer. asking him/her to step on one of

41
 Listen and tick (v ). -4~

the colours you have called

out, e.g. yellow. As soon as th e S
steps on the yellow photocopy,
give him/ her a direct order, e.g.
Sit down! The S has to follow
the order correctly. If he/ she DJ
does so, he/ she can move to th e
next colour. If not, he/ she misses
a turn.
• Play th e game for as long as
time permits.
• To make the game more
competitive, you can divide Ss
into groups and have them keep
a score. The group with the
highest score wins.
DJ

C, Before leaving
• Choose four Ss at random and ask
them to come up to the board.
'
• Play the CD (Track 31) and ask
Ss to remember and act out the
story as it appears in their SB.
DJ
(You can hand out the relevant
classroom objects and flashcards
of colours for Ss to hold up and
assume their roles more easily.)
• Call up more Ss to the board and
repeat for as long as time permits.

DJ
24

Picture 2: no shapes on
the board, Blue (student),
Penny-Percy (from left to
right)

@ Language focus
Objectives
• to revise and consolidate vocabulary and structures presented in previous lessons

0 Note
For the next lesson, bring:
~1 Materials
• blown-up colour photocopies of • blown-up colour photocopies of the story Colours, SB, pp. 22-23
the story Colours, SB, pp . 22-23 • flashcards/ photocopies for Stand up . Sit down. Clap your hands. pen, pencil,
• flashcards/ photocopies for book, bag, red, blue, yellow, green, orange, pink (2 sets of each)
Stand up. Sit down. Clap your • Blu tack or sticky tape
hands. pen, pencil, book, bag,
red, blue, yellow, green, orange,
pink (2 sets of each)
• Blu tack or sticky tape

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 Revision " (J Before leaving
• Hold up the book or stick blown-up colour photocopies of the story on the
board . • Play the song Stand up! in the SB
on p. 15 (Track 18) and invite Ss to
• Ask Ss if they remember the title of the story (Colours). Ask them to tell you
sing the song.
what else they remember about the story, using L1.
• Have Ss open their books to pp. 22 -23. Play the CD (Track 31) and have Ss
follow along in their books.
• Then have Ss close their books and try to retell the story from memory. on.u3.1.t.]!
Accept the use of L1.
r+mr1mp
• Divide Ss into two teams.
• Tell Ss that they will need a pencil
in order to play the game.
• Explain to Ss how the game is played.
Warm up • One of the Ss places the pencil in
an upright position in the centre of
• Stick some of the flashcards from previous lessons in the Module on the the circle and lets it fall. Then the S
board (4-5 flashcards each time). Tell Ss to memorise them . must say the name and the colour
• Ask Ss to close their eyes and hide one of the flashcards. When Ss open their of the object the pencil has landed
eyes, they must try to remember which one is missing. on, or perform the action.
• Alternatively, Ss can memorise the order of the flashcards. When they • If the 5 says the word or performs
close their eyes, change the order. Ss must try to remember what order the the action correctly, he/s he wins a
flashcards were originally in. point for his/ her team.
• Make sure you use different flashcards each time. • Choose a 5 and play a round to model
• To make the activity more competitive, you could divide Ss into two teams the game for the rest of the class.
and have them take turns answering to win points. • Repeat the procedure until all Ss
have had a chance to participate.
Activity 1 Track 32 • The team to score the highest wins
• Have Ss open their books to p. 24. the game.
• Hold up your book and point to each of the pictures in the first row, asking
Ss to identify the classroom objects. UMNl4°!.i ~
• Repeat the procedure with the rest of the items. • Ask Ss to look at the pictures and
• Explain to Ss that they will listen to each sentence and tick picture A or B. tick the stars according to what they
• Play the CD and have Ss tick the appropriate picture. can or can't say. Then ask them to
name the items aloud.
• Have Ss check their answers in pairs first, then as a class.
Listening transcript Activity 1, 2 & 3
1. Man: This is a pencil. It's yellow.
2. Man: It's a bag. It's pink.
3. Man: Stand up.
ij• 1. A 2. A 3. B 4. A
• Hold up the WB, point to the
pictures and encourage Ss to say
the words/ sentences aloud.
4. Man: Clap your hands. • Have Ss tick the stars as they say
each word/sentence.

FJ;trIJ®'
• Direct Ss' attention to the pictures
!; Optional and ask them to guess what each
character is saying. Elicit Ss' answers.
Memory game Then read the following exchanges
• Use Blu tack or sticky tape to stick one set of the flashcards of the aloud and have Ss repeat after you
classroom objects and the colours face down on the board so that Ss can't and tick the stars.
see them .
• Put a second set in a pile on your desk. • 1. This is a pencil.
• Divide Ss into two teams. Explain to Ss that one member from each team 2. This is a square.
will come up to your desk at a time and pick a flashcard . 3. - Look! I'm pink.
• Then, he/she will choose one of the flashcards stuck onto the board by - And I'm orange.
turning it over (without taking it off the board) to see if it's the same as the
flashcard he/ she is holding.
• If it's the same, then he/ she must say what the flashcard depicts and remove
the flashcard from the board as well as its pair from the game.
• If the flashcard is different from the one he/ she is holding, the S must show
0 Note
For the next lesson, bring:
the flashcard that is stuck on the board to his/ her fellow Ss and return the
• one/two set(s) of photocopies of all
other flashcard to the bottom of the pile on the desk.
the number flashcards (1-10)
• Every matching pair of flashcards earns a point for the teams. The team
• stopwatch (optional)
to score the highest when all the flashcards have been removed from the
board wins the game. • flashcards for the numbers 1-5
(Module 1)

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 Numbers
Lesson plan
Warmup ...
Cl!•
• Stick the flashcards for the numbers 1-5 on the board and ask Ss to say them
aloud.
• Stick the flashcards for the numbers 6-10 on the board and say them aloud.
@ Language focus Have Ss repeat after you a few times in chorus.
• Go up to a Sand ask him/ her, How old are you? Use your fingers to indicate
Objectives the number (age). Encourage him/ her to answer saying, e.g. I'm seven. Then
• to identify the numbers 6-10 say, You are seven. and encourage Ss to repeat after you. Repeat with more
• to ask about one's age Ss. Point out that the short form of You are is You're .
Vocabulary • Alternatively, divide Ss into pairs and have them ask and answer about each
Numbers: (6) six, (7) seven, (8) eight, other's age in a similar manner.
(9) nine, (10) ten
1 Vocabulary · Track 33
Structures • Have Ss open their books to p. 25.
How old are you?
• Point out the numbers (6-10) in the vocabulary section. Play the CD a few
I'm (six).
times and have Ss point to the corresponding numbers and repeat.
You're (seven).
• Say the numbers again in random order and have Ss point and repeat.
Listening transcript

Jc Materials
1
six, seven, eight, nine, ten

Activity 2 I"' - Track 34

• flashcards for the numbers 6-10 • Direct Ss' attention to the pictures and ask them (in L1) to tell you what they
• flashcards for the numbers 1-5 depict. (A boy, a girl and happy numbers in the background.)
(Module 1) • Draw Ss' attention to the song and ask them to guess what it is about. (It's
• one/ two set(s) of photocopies of about practising the numbers 1-10.)
all the number flashcards (1 -10) • Explain to Ss that they are going to listen to a song.
• stopwatch (optional) • Point out that they have to listen to the CD and point to the appropriate
numbers as they hear them.
• Play the song once and have Ss listen and point to the pictures of numbers.
• Play the song again and encourage Ss to sing along.
Listening transcript - Song
Hello Numbers!
1, 2, 3, 4, 5
Hello! High five! High five!
6, 7, 8, 9, 10.
Let's say the numbers again.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10!
How old are you, Ken?
I'm ten today. I'm ten!
You are five. High five! High five!
You are five and I'm ten.
Let's say the numbers again.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10!

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